Grade fixing has started to become a large issue in schools around the country. A few reasons that attribute to this problem is that school administrators are being pressured to produce test scores and grades. When test scores and grades do not meet standards administrators are then brought into question about what reforms they plan to make and even can be fired. With these expectations of administrators to fix the problem of low test scores and low grades you could see an increase in grade fixing in the future.
I feel that a lot of pressure is put onto administrators for this issue. As teachers it is our job to educate the students and prepare them for the next grade level. Give them the foundation to succeed in the future. I believe that this can be accomplished with effort and time spend with students. One big issue that hinders teachers from accomplishing this goal is the No Child Left Behind Act. This act says that students will be pushed on to the next grade level. The problem with this is teachers are receiving students who are not up to grade level or even state and national standards. This is doing a disservice to students and teachers alike.
A solution to this problem is taking the time to build a foundations of important concepts, even if it means holding them back or making them spend valuable summer time to learn the information. This will assure that students know the material before they move to the next grade level. It could also intrinsically motivate students to want to learn because of the social issues of being held back.
"Could see" is, of course, a long way from 'will see.' There has always been pressure, of various kinds (though, admittedly, the financial stakes are no doubt higher than ever).
ReplyDeleteWhat do you think would push an administrator and/or a teacher in the moral murkiness of grade fixing? Would doing so rob them of any moral standing to participate in education dialogue?